Infant and Toddler Learning and Care (11995.1)
| Available teaching periods | Delivery mode | Location |
|---|---|---|
| View teaching periods | On-Campus |
Bruce, Canberra UC Sydney Hills, Castle Hill, NSW |
| EFTSL | Credit points | Faculty |
| 0.125 | 3 | Faculty Of Education |
| Discipline | Study level | HECS Bands |
| Academic Program Area - Education | Level 1 - Undergraduate Introductory Unit | Band 1 2021 (Commenced After 1 Jan 2021) Band 1 2021 (Commenced Before 1 Jan 2021) |
Learning outcomes
On successful completion of this unit, students will be able to:1. Discuss a range of theories that inform infant and toddler learning and care;
2. Articulate an in-depth understanding of theoretical and pedagogical ideas relating to the effective learning and teaching of infants and toddlers in early childhood settings;
3. Create inclusive and engaging learning environments for infants and toddlers; and
4. Create inclusive programs of play and learning that support the holistic development of infants and toddlers.
Graduate attributes
1. UC graduates are professional - communicate effectively1. UC graduates are professional - work collaboratively as part of a team, negotiate, and resolve conflict
2. UC graduates are global citizens - make creative use of technology in their learning and professional lives
2. UC graduates are global citizens - understand issues in their profession from the perspective of other cultures
3. UC graduates are lifelong learners - be self-aware
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
4. UC graduates are able to demonstrate Aboriginal and Torres Strait Islander ways of knowing, being and doing - use Indigenous histories and traditional ecological knowledge to develop and augment understanding of their discipline
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
Skills development
While this unit has a professional experience component, it provides opportunities for students to enact the Graduate Attributes associated with their professional practice from Week 1 through to completion of their placment.
Prerequisites
Must be enrolled in EDB001 Bachelor of Early Childhood Education (Birth to Five) OR 326JA Bachelor of Early Childhood and Primary Education.Corequisites
None.Incompatible units
None.Equivalent units
10169 Infant and Toddler EducationAssumed knowledge
None.| Year | Location | Teaching period | Teaching start date | Delivery mode | Unit convener |
|---|---|---|---|---|---|
| 2024 | Bruce, Canberra | Semester 2 | 29 July 2024 | On-Campus | Dr Andi Salamon |
| 2024 | UC Sydney Hills, Castle Hill, NSW | Semester 2 | 29 July 2024 | On-Campus | Dr Andi Salamon |
| 2025 | UC Sydney Hills, Castle Hill, NSW | Semester 2 | 28 July 2025 | On-Campus | Dr Andi Salamon |
| 2025 | Bruce, Canberra | Semester 2 | 28 July 2025 | On-Campus | Dr Andi Salamon |
Required texts
Required and recommended texts for the unit can be accessed via the UCLearn teaching site.
Submission of assessment items
Extensions & Late submissions
All assessment items required to be submitted online must be submitted via the appropriate Canvas drop box. It is the student's responsibility to upload the correct and corresponding draft or assessment item to the right submission section. Assignments must be submitted in a format accessible to the assessor(s), as stated on the relevant canvas site. If the unit convener and/or tutor are unable to access a submission, or if no submission has been made by the due date and time, a standard late penalty of 10% of the total marks possible for the task may be applied per day, for three days, after which the submission will receive a score of ‘0' in keeping with UC's Assessment Policy.
Special assessment requirements
Normally an aggregate mark of 50% is required to pass the unit, as is successful completion of the professional experience component of the subject.
Academic integrity
Students have a responsibility to uphold University standards on ethical scholarship. Good scholarship involves building on the work of others and use of others' work must be acknowledged with proper attribution made. Cheating, plagiarism, and falsification of data are dishonest practices that contravene academic values. Refer to the University's Student Charter for more information.
To enhance understanding of academic integrity, all students are expected to complete the Academic Integrity Module (AIM) at least once during their course of study. You can access this module within UCLearn (Canvas) through the 'Academic Integrity and Avoiding Plagiarism' link in the Study Help site.
Use of Text-Matching Software
The University of Canberra uses text-matching software to help students and staff reduce plagiarism and improve understanding of academic integrity. The software matches submitted text in student assignments against material from various sources: the internet, published books and journals, and previously submitted student texts.
Provision of valid documentation
Please note that the University takes student conduct very seriously. All documentation provided to University staff must be valid and the provision of fraudulent documentation carries with it potentially serious consequences, including suspension and/or exclusion from the University. Note that all allegations of student misconduct will be referred to the Associate Dean for Education (ADE) as a prescribed authority for investigation.
Learner engagement
Reading and private study: 50 hours
Workshop and online participation: 50 hours
Assessment tasks: 50 hours
Participation requirements
Professional experience expectaions will be provided. Students must familiarise themselves with the expectations prior to beginning placement. The expectations should be used to contribute to successful completion of the professional experience placement. A professional experience report is also completed on completion of placement. Directions for completing the professional experience report should be followed.
Successful completion of the professional experience component is critical to success in the whole unit. Refer to assessment (5d) on the Canvas site for further details. Students must make themselves familiar with the processes and policies of professional experience
Required IT skills
Artificial intelligence services must not to be used for assessment or assessment preparation by students unless explicitly allowed in the assessment instructions for an assessment task published with the assessment task and/or in the unit outline. That is, an artificial intelligence services may only be used if:
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its use is authorised by the unit convener as part of a specified assessment task, and
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it is used in the way allowed in the assessment instructions and/or unit outline, and
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its use is appropriately referenced, meaning that students must reference the use of AI in their assessment in the same way as they
reference other source material.
Work placement, internships or practicums
This unit involves work integrated learning: Placement . Students must adhere to University policy during WIL activities, including the Student Conduct Rules 2018, the WIL Policy and WIL Procedure, and the Assessment Policy and Assessment Procedure. For teaching degrees, students need to ensure they have their WWVP or for NSW, their Working with Children, COVID vaccination status and evidence of PSTR uploaded to InPlace.
This unit involves professional practicum, and therefore, additional student responsibilities are required in addition to those described in section 6. Workplace learning requires strict adherence to professional practice principles and ethics. School student and staff confidentiality must always be maintained (refer policies on ATES - Professional Experience Handbook, ACT ED Teachers' Code of Professional Practice (or equivalent) and Student Conduct Rules), including for assessment items such as reports or essays. This applies to staff and patrons of any outside agency where an internship or other WIL activity is taking place. The professional nature of this unit also requires 100% participation at all learning activities (lectures, workshops, tutorial, practicals etc. as scheduled – see section 3) for the successful completion of this unit (also see section 6c). If attendance requirements cannot be satisfied (e.g., timetable clash), it is recommended that you contact the Academic Programs Team to discuss re-scheduling this unit.
Additional information
Provision of information to the group
Notifications through the Canvas Announcements Forum or the Canvas Discussion Forums are deemed to be made to the whole class. It is the responsibility of the student to ensure that they check for announcements on the Unit's Canvas website (forum messages are also emailed to student email addresses only). Students should ensure they check their student email regularly. The Canvas discussion forums will be checked by staff regularly.
Use of student email account
The University Email policy states that "students wishing to contact the University via email regarding administrative or academic matters need to send the email from the University account for identity verification purposes". Therefore all unit enquiries should be emailed using a student university email account. Important information regarding unit delivery and professional experience will be sent to students' University accounts. Students must check their University email accounts regularly. Students should contact servicedesk@canberra.edu.au if they have any issues accessing their university email account.
Theoretical foundations: This unit draws on contemporary theoretical perspectives about infant-toddler pedagogy and practice. It uses the theoretical foundations of Australian early childhood education (ECE) practice literature i.e. ethical, curriculum, and regulatory frameworks, to view infants and toddlers as equal citizens with rights. The unit follows the Early Years Learning Framework and sees the purpose of ECE with infants and toddlers as focused on their learning, development, and wellbeing (AGDE, 2022). Students will be invited to think critically about classic theory, the place of care in infant-toddler pedagogy, and their own cultural understandings about infant and toddler learning.
Research Led Education: This unit involves research-led education and professional experience. Active researchers and experienced infant-toddler practitioners are delivering and/or assessing student progress in this unit. They will be able to engage students in deep and active learning and aim to transmit to students their passion for the research, deep experience and knowledge, and its implications in practice infant and toddler learning.
